基于齿轮形修磨轮的蜗杆与齿轮传动齿面接触分析

基于齿轮形金钢面修磨轮 ,TI蜗杆才能被精修磨 ,由此形成一种 TI蜗杆与渐开线斜齿轮的啮合传动型式 .本文对于这种新型传动副 ,建立了数学模型 ,推导出了若干基本方程式 ,并且进行了齿面接触分析 .理论分析表明这种蜗杆传动具有许多优点 .     

表面形貌和表面的摩擦学作用

该文叙述了表面形貌的数学模型;分析了表面接触的力学过程;文章还阐述了部分ＥＨＬ的形成原理并介绍了表面摩擦学行为的观察分析技术。     

不完全齿轮传动机构传动误差分析及消除方法

根据齿轮啮合原理 ,分析了不完全齿轮传动机构传动误差产生的原因 ,提出了消除误差的具体计算方法     

直接接触式换热技术及其在蓄冷中的应用

介绍了直接接触式换热的特点 ,综述并分析了直接触式换热在蓄冷中的应用研究状况 ,指出了存在的问题及其努力的方向 ,最后介绍了上海理工大学有关直接接触式蓄冷技术的研究状况。     

空间太阳望远镜中摆镜支架装夹变形的研究

空间太阳望远镜上的自适应光学摆镜要求具有高形面精度、高机械谐振频率,由于机械接口原因,只有通过连接支架才能装夹于摆镜平台。该支架结构直接影响摆镜的形面精度以及整个系统的机械谐振频率。运用接触非线性有限元技术,对四种不同结构的支架在螺栓装夹力作用下的变形进行详细计算,分析螺栓压力、螺栓压力差、重力以及螺栓垫片材料等因素对不同结构支架变形影响,为摆镜的装夹实验提供理论依据。     

新《国标》框架下日语专业跨文化交际课程教学模式初探

2018年4月由教育部颁布的《高等学校外国语言文学类本科教学质量国家标准》标志着我国高等外语教学进入一个新时代.新《国标》的制定顺应地球村和全球化的发展趋势,将培养外语专业学生的跨文化能力提到了前所未有的高度.日语专业跨文化交际课程的授课内容应该多元化与全面化,近年来兴起的雨课堂线上线下混合式授课方式则真正实现了以"教...     

When imagining intergroup contact mobilizes collective action: The perspective of disadvantaged and advantaged groups

The current studies aimed to reveal the potential role of imagined intergroup contact on collective action tendencies within a context of intergroup conflict. Study 1 (disadvantaged Kurds, N = 80) showed that imagined contact increased collective action tendencies and this effect was mediated by increased perceived discrimination and ethnic identification. Study 2 (advantaged Turks, N = 127) demonstrated that imagined contact also directly increased collective action tendencies, as well as perceived discrimination and relative deprivation among the advantaged group. No significant mediation emerged. At the same time, in line with literature, imagined contact led only the advantaged group members to display more positive outgroup attitudes. Findings suggest that in settings where ingroup identities and conflict are salient, imagined contact may not readily undermine motivation for social change among group members.     

Intercultural crisis communication: examining the experiences of crisis sojourners

The concept of the sojourner has been studied in a variety of contexts, such as business, education, and international aid. However, there is as yet no communication research on the topic of the crisis sojourner. Consequently, the goal of this study was to explore experiences of crisis sojourners to determine what they perceive as effective and ineffective communication in intercultural settings. In-depth interviews were conducted with 20 emergency responders who deploy internationally following events such as the earthquake in Haiti or the Fukushima meltdown. Results showed crisis sojourners from this population were aware of cultural differences and highly alert to the emotional and physical pain of those they were attempting to assist. Furthermore, they were cognizant of cultural norms and had a strong desire to respect local values. These results yield implications for individuals who work as crisis sojourners, and questions about the need for intercultural crisis communication education for those who face such situations routinely.     

Exploring the de-stigmatizing effect of social media on homosexuality in China: an interpersonal-mediated contact versus parasocial-mediated contact perspective

The subject of homosexuality remains taboo in contemporary China, given that the public maintains a considerably negative attitude toward the subject. Recent Pew Research indicates that, on average, 21% of Chinese respondents believe that homosexuality should be accepted. However, parallel surveys of Internet users paint a different picture, as online surveys found a more liberal atmosphere toward homosexuality and same-sex marriage. The online and offline discrepancy in attitudes toward homosexuality begs the question of whether the Internet carries a stigma-reducing function in terms of views on sexual minority groups. Guided by the contact hypothesis and parasocial contact theory, the current study investigates the de-stigmatizing effect of the social media on homosexuality in China. A web-based survey with 980 social media users with a heterosexual orientation confirmed the positive role of interpersonal-mediated contact with lesbian and gay celebrities via social media venues in stigma reduction; but findings did not lend support to the parasocial-mediated contact hypothesis.     

Rethinking “Difficult” Conversations in Communication Instruction From an Intercultural Lens: Pedagogical Strategies for “SWAP-ping” the Communication Classroom

Intercultural communication offers both theoretical and pedagogical implications for communication instruction. As such, we interweave theories and concepts of intercultural communication and instructional communication in (re)thinking “difficult,” “sensitive,” or “uncomfortable” classroom conversations that involve privilege, power, and intersecting cultural identities (e.g., racism). In juxtaposing these areas side by side, we first interrogate why intercultural and instructional communication scholars have neglected what the other takes as central: pedagogy and diversity. In particular, we ask: Why are certain conversations deemed “difficult” in the mainstream communication classroom? To whom are they difficult conversations? Why might these conversations feel “uncomfortable or risky”? Second, we crystalize how intercultural communication makes strides toward feeling/thinking/understanding difficult conversations in ways that promote social justice by proposing a pedagogy of “SWAP-ping” the communication classroom.